Note : Les descriptions sont présentées dans la langue officielle dans laquelle elles ont été soumises.
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SPORT TRAINING APPARATUS AND METHOD
FIELD
[0001] This invention is in the field of sports training apparatuses and
methods, and more
specifically to hockey and/or soccer (e.g. football) training apparatuses and
methods.
BACKGROUND
[0002] Canadian patent application nos. 2,715,697 and 2,762,626, filed
September 30, 2010 and
December 22, 2011 respectively, discloses a training apparatus for use on a
training surface. The
training apparatus includes a sport-projectile stopping member and an
elongated body
substantially transverse to the sport-projectile stopping member. The
elongated body has a first
section, a second section, and a transition section between the first and
second sections. A
portion of the first section is positioned on the sport-projectile stopping
member, and the first
section is sized such that the sport-projection stopping member, the first
section, the training
surface and the transition section define an orifice through which a sport-
projectile can pass
through.
[0003] Canadian patent application no. 2,312,671, filed June 28, 2000,
discloses a hockey
training device comprising a frame with skate-like and hockey stick-like
members attached
thereto, simulating an opposing player. This training device is intended to
assist the novice
hockey player in developing the skills associated with maneuvering the hockey
puck around
and/or through an opponent, and forces the novice to concentrate on the
triangle presented by the
skates and hockey stick of the opponent. The device consists of a frame
supporting two
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downwardly disposed legs having skate-like elements attached, and a third leg
having a stick-like
element attached. The skate-like elements and stick-like elements have
coplanar lower edges so
that the entire device may be placed on the ice, resting on these edges. The
frame may be
weighted, and drag-inducing spikes may be incorporated into the skate-like
elements to affect the
motion of the device on the ice.
[0004] United States patent application no. 5,226,821, filed February 12,
1992, discloses a
hockey training device that includes a base having a first end and a second
end, a side having a
bottom end and a top end, a telescoping connector, and at least one locating
surface mounted on
the hockey training device to support the hockey training device above a
playing surface. The
bottom end of the side is pivotally connected to the first end of the base and
the telescoping
connector is pivotally connected to the second end of the base and the top end
of the side, such
that the base, side and telescoping connector form a triangle.
SUMMARY OF THE INVENTION
[0005] Any and all aspects as described herein, individually or in any
combination consistent to
one of skill in the art.
[0006] According to an aspect, a sport training apparatus may comprise: an
elongated base
member; at least one stick member coupled to the elongated base member; at
least one support
member extending from the elongated base member to rest on a training surface
for permitting a
passage of a projectile under the elongated base member; and the at least one
stick member has
an angle from about 0-degrees to about 180-degrees with respect to the
elongated base member.
The elongated base member may have a first end and a second end. A first slot
located on the
first end may receive a first set of the at least one stick member and a
second slot located on the
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second end may receive a second set of the at least one stick member. The
first set may be a pair
of stick members and the second set may be a single stick member. The first
set may be a pair of
stick members and the second set may be a pair of stick members.
[0007] Each pair of the stick members may be angled toward a center of the
elongated base
member or away from the center of the elongated base member. The angle may be
an obtuse
angle or an acute angle. The pair of stick members may be about 180-degrees
with respect to
each other. Both the first set of the at least one stick member and the second
set of the at least
one stick member may have a same value of the angle.
[0008] The at least one stick member may comprise an insertion member for
inserting into the
first slot or the second slot of the base member. The at least one stick
member may further
comprises a shaft coupled to the insertion member forming the angle. The angle
may be
approximately 135-degrees from each of the pair of stick members.
[0009] The at least one stick member may comprise a horizontal leg coupled at
an end to the
shaft and another end coupled to a bow member connecting with a toe member
that contacts the
training surface. The horizontal leg may have an angle of approximately 90-
degrees with respect
to the shaft. The bow member may extend upward from the toe member between
approximately
20-degrees to approximately 30- degrees.
[0010] The at least one support member may comprises a pair of support
members. One of the
pair of support members may be located under the first end and the other one
of the pair of
support members may be located under the second end of the elongate base
member. The at
least one support member may be triangular-shaped or disc-shaped.
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[0011] The elongated base member may comprise an extension member coupled to
the elongated
base member to extend a length of the elongated base member in a longitudinal
direction. The
extension member may be an elongated telescoping body sized to be received in
the elongated
base member. The elongated base member may comprise a wider portion that
tapers toward the
first end; at least a portion of the wider portion rests on the training
surface for prohibiting the
projectile to pass.
DESCRIPTION OF THE DRAWINGS
[0012] While the invention is claimed in the concluding portions hereof,
example embodiments
are provided in the accompanying detailed description which may be best
understood in
conjunction with the accompanying diagrams where like parts in each of the
several diagrams are
labeled with like numbers, and where:
[0013] Figure 1 is a photograph of a left-side perspective view of a training
device according to
one aspect;
[0014] Figure 2 is a photograph of a right-side perspective view of the
training device of FIG. 1;
[0015] Figure 3 is a photograph of a top perspective view of the training
device of FIG. 1;
[0016] Figure 4 is a photograph of a left-end view of the training device of
FIG. 1;
[0017] Figure 5 is a photograph of a right-end view of the training device of
FIG. 1;
[0018] Figure 6 is a photograph of a top view of a left end of the training
device of FIG. 1 with a
pair of sticks removed;
[0019] Figure 7 is a photograph of a top view of the left end of the training
device of FIG. 1 with
one stick inserted;
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[0020] Figure 8 is a photograph of a top view of the left end of the training
device of FIG. 1 with
both sticks inserted;
[0021] Figure 9 is a photograph of a top view of the right end of the training
device of FIG. 1;
[0022] Figure 10 is a photograph of a right-side perspective view of a
training device according
5 .. to another aspect;
[0023] Figure 11 is a photograph of a top view of a support portion of the
training device of FIG.
10;
[0024] Figure 12 is a photograph of a top view of one end of the training
device of FIG. 10
[0025] Figure 13 is a photograph of a side perspective view of the training
device of FIG. 1 used
in conjunction with the training device of FIG. 10;
[0026] Figure 14 is a photograph of a top view of the training device of FIG.
1 used in
conjunction with the training device of FIG. 10;
[0027] Figure 15 is a photograph of a rear perspective view of the support of
the training device
of FIG. 1 demonstrating a central stick member;
[0028] Figure 16 is a photograph of a perspective view of the elongate base
support of the
training device of FIG. 1 demonstrating swept back stick members;
[0029] Figure 17 is a photograph of a perspective view of the training device
of FIG. 10
demonstrating a pair of swept back stick members and a pair of swept forward
stick members on
opposite ends respectively;
[0030] Figure 18 is a photograph of a perspective view of the training device
of FIG. 10
demonstrating a swept back and swept forward stick member on the same end;
[0031] Figures 19 to 21 are overhead view sketches demonstrating three example
drill patterns
using the training device of FIG. 1;
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[0032] Figure 22 is an overhead view sketch demonstrating a "lobster"
configuration and an
example drill pattern using the training device of FIG. 10;
[0033] Figure 23 is an overhead view sketch demonstrating a "spider"
configuration and an
example drill pattern using the training device of FIG. 10;
[0034] Figure 24 is a top plan view of an end of the training device of FIG. 1
and/or FIG. 10;
[0035] Figure 25 is a top plan view of an end of the training device of FIG. 1
and/or FIG. 10; and
[0036] Figure 26 is a top perspective view of the training device of FIG. 10
demonstrating the
"lobster" configuration;
[0037] Figure 27 is a photograph of a perspective view of the training device
of FIG. 10
demonstrating another configuration of the stick member;
[0038] Figure 28 is a close up photograph of the stick member of the training
device of FIG. 27
used in conjunction with the training device of FIG. 10;
[0039] Figure 29 is a photograph of a perspective view the training device of
FIG. 27 used in
conjunction with the training device of FIG. 10;
[0040] Figure 30 is a photograph of another perspective view of the training
device of FIG. 27
used in conjunction with the training device of FIG. 10;
[0041] Figure 31 is a photograph of another configuration of the training
device of FIG. 30;
[0042] Figure 32 is a photograph of another configuration of the training
device of FIG. 30;
[0043] Figure 33 is a photograph of another configuration of the training
device of FIG. 27;
[0044] Figure 34 is a photograph of another configuration of the training
device of FIG. 27;
[0045] Figure 35 is a close up photograph of a stick member ready to couple to
a central slot of
a base support;
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[0046] Figure 36 is a close up photograph of a stick member ready to couple to
a central slot of
a base support;
[0047] Figure 37 is a photograph of one configuration of the training device
of FIG. 27 used in
conjunction with a second training device;
[0048] Figure 38 is a photograph of another configuration of the training
device of FIG. 27 used
in conjunction with a second training device;
[0049] Figure 39 is a photograph of another configuration of the training
device of FIG. 27 used
in conjunction with a second training device;
[0050] Figure 40 is a photograph of another configuration of the training
device of FIG. 27 used
in conjunction with a second training device;
[0051] Figure 41 is a photograph of another configuration of the training
device of FIG. 27 used
in conjunction with a second training device;
[0052] Figure 42 is a photograph of another configuration of the training
device of FIG. 29 used
in conjunction with a second training device;
[0053] Figure 43 is a photograph of another configuration of the training
device of FIG. 29 used
in conjunction with a second training device;
[0054] Figure 44 is a photograph of another configuration of the training
device of FIG. 29 used
in conjunction with a second training device;
[0055] Figure 45 is a photograph of a stick member coupled into a slot of a
base support;
[0056] Figure 46 is a photograph of the stick member of FIG. 45 compared with
a traditional
stick member;
[0057] Figure 47 is a photograph of another configuration of the training
device of FIG. 27
having a pair of sticks with horizontal toes;
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[0058] Figure 48 is a photograph of a configuration of the training device of
FIG. 47 used in
conjunction with a second training device; and
[0059] Figure 49 is a photograph of another configuration of the training
device of FIG. 47 used
in conjunction with a second training device.
DETAILED DESCRIPTION
[0060] The refinement of professional and/or amateur sports has become
increasingly
competitive and complicated necessitating improvements in training equipment.
In particular,
sports such as hockey, soccer (e.g. football), ringette, and other sports
require improved training
and understanding. Most of these sports are typically trained on big, open
playing fields and/or
train skills in isolation. However, these sports (among others) are games of
obstacles, such as
skates, sticks, nets, and opposing players. Obstacle-based training may
improve and/or refine a
player's skill by requiring the player to accurately place the sport
projective through gaps of the
obstacle(s), around the obstacle(s), and the player must avoid the
obstacle(s). According to the
aspects described herein, obstacle-based training may provide players with
functional skills
throughout practice and training sessions.
[0061] With reference to FIGS. 1 to 9, a training device 100 may comprise an
elongate base
support 102 that may rest on a playing surface, such as ice for ice hockey, a
field, and/or
gymnasium floor. The elongate base support 102 may generally be tubular and
open at one end
122 to receive a telescoping member 106. The elongate base support 102 may
comprise a
horizontally wider and/or vertically wider end 120. The wider portion 120 may
taper 104
towards the end 122 where the telescoping member 106 may be received. The
wider portion 120
may have increased width in order to extend a distance a player must jump over
the training
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device 100. In other aspects, the wider portion 120 may prohibit a projectile
(not shown), such
as a ball, puck, etc. from passing under the elongate base support 102.
[0062] The telescoping member 106 may comprise an elongate member sized in
such a manner
as to be received by the elongate base support 102. A support 108 may be
coupled generally
perpendicular to the telescoping member 106. At least a portion of the support
108 may rest on
the playing surface in order to hold the telescoping member 106 and elongate
base support 102
generally parallel to the playing surface. In this aspect, the support 108 may
be located at or near
the end opposite to the end received by the elongate base support 102. The
support 108 may
resemble a rectangular prism or in other aspects may comprise one or more
protrusions to
.. contact the playing surface. In other aspects, the protrusions may be
placed far enough apart to
permit the projectile to pass under the support 108.
[0063] In some aspects, the telescoping member 106 may be narrower than the
wider portion
120 of the elongate base support 102 in order to permit passage of the
projectile thereunder.
Therefore, extending the telescoping member 106 may increase a length where
the projectile
may pass in addition to providing a longer obstacle for the player to
avoid/jump.
[0064] The elongate base support 102 and/or the telescoping member 106 may
comprise one or
more slots 110, 112 for receiving one or more stick members 114, 116. In this
aspect, the
elongate base support 102 comprises a single the slot 110 at the end 122
opposite to the
telescoping member 106 and a single slot 112 at or near the support 108 of the
telescoping
member 106. Also in this aspect, the slots 110, 112 may receive two stick
members 114, 116 as
further described in detail below.
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[0065] The stick members 114, 116 may be mirror images of each other and
therefore the
description herein will only describe the stick member 116. The elements and
features of stick
member 114 may be identical (but in mirror image) and provide the same
benefits as the stick
member 116 described. In this aspect, the stick member 116 may generally
comprise a head of a
5 hockey stick. The stick member 116 may comprise a horizontal toe 602
configured to rest on the
playing surface. The toe 602 may be coupled to a bow 604 that extends upward
from the toe 602
at approximately 20-degrees to approximately 30-degrees. The upper end of the
bow 604 may
be coupled to a generally horizontal leg 606 (e.g. the angle between the bow
604 and the leg 606
may be approximately 60-degrees). The opposite end of the horizontal leg 606
may be coupled
10 .. to a shaft 608. The horizontal leg 606 may have an angle of
approximately 90-degrees to the
shaft 608 in order to facilitate coupling of the stick members 114, 116 to the
elongate base
member 102.
[0066] The shaft 608 may be coupled along one edge to an insertion member 610.
The insertion
member 610 may be sized in order for two insertion members 610 to fit within
the slots 110, 112.
.. In this aspect, the shaft 608 may be coupled to the insertion member 610 at
an angle of
approximately 45-degrees. Therefore, when the insertion member 610 of two
sticks 114, 116 are
placed within one of the slots 110, 112, an angle 0 may be approximately 90-
degrees between the
two sticks 114, 116 as shown in FIG. 8. When the stick 114, 116 is inserted
into the slots 110,
112, the toe 602 may rest on the playing surface in order to provide an
obstacle (e.g. block the
projectile).
[0067] Turning now to FIGS. 10 to 11, a non-telescoping training device 200 is
presented. The
non-telescoping training device 200 may comprise short, elongate base 202
having a pair of
supports 208 for resting on the playing surface. The supports 208 raise the
elongate base 202
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above the playing surface and may permit the projectile from passing
thereunder. Similar to the
training device 100 of FIGS. 1 to 11, the elongate base 202 may comprise at
least one slot 210,
212 for receiving one or more of the sticks 114, 116 therein.
[0068] Returning to FIG. 1, a substantial portion of the telescoping member
106 may be slid
within the elongate base support 102. As shown in FIGS. 2 and 3, the
telescoping member 106
may be extended from the elongate base support 102 providing approximately
double a length of
the training device 100. According to another aspect, if additional length may
be required, the
non-telescoping training device 200 may be used to further extend the training
device 100 as
shown in FIGS. 12 to 14 as described below.
[0069] The end of the training device 100 to be extended is shown in FIG. 12.
In this aspect, the
slot 112 on the elongate base support 102 is shown, but this aspect may apply
equally well to the
slot 110 on the telescoping member 106. One end of the elongate base 202 of
the non-
telescoping device 200 may be placed on top of one end of the elongate base
support 102 as
shown in FIG. 13. As may be observed in this aspect, the elongate base 202 may
be raised by
the elongate base support 102. The slot 212 of the non-telescoping training
device 200 may be
aligned with the slot 112 of the telescoping training device 100 and a
fastener (not shown), such
as the insertion member 610, may be placed through both slots 112 and 212.
[0070] Turning to FIG. 15, there is presented another aspect where a central
stick member 116c
may be placed within the slot 110. Although the FIG. 15 presents the central
stick member 116c
placed in slot 110 of the telescoping member 106, the central stick member
116c may be placed
in any of the slots 110, 112, 210, 212 of the training device 100 or the
training device 200. For
example, as further shown in FIG. 26, the central stick member 116c is placed
on one end of the
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elongate base 202. At the opposite end, the pair of stick members 114f, 116f
may form a
generally "lobster" configuration further described with reference to FIG. 22
below.
[0071] Although the aspects herein demonstrate the stick members 114, 116 as
forward swept,
another aspect, presented in FIG. 16 demonstrates a pair of backward swept
stick members 114b,
116b. The use of the term forward swept in this context means that the stick
members 114, 116
extend away and past an end from the main body of the training device 100,
200. For example,
each respective stick member 114, 116 may extends past an end of the elongate
base 202,
telescoping member 106, or elongate base 202 respectively and forms an obtuse
angle with the
respective main body (e.g. elongate base 202, telescoping member 106, or
elongate base 202)
when viewed from above. The term backward swept in this context means that the
stick
members 114b, 116b do not extend past the end of the main body of the training
device 100, 200.
For example, each respective stick member 114b, 116b does not extend past an
end of the
elongate base 202, telescoping member 106, or elongate base 202 respectively
and forms an
acute angle with the respective main body (e.g. elongate base 202, telescoping
member 106, or
elongate base 202) when viewed from above.
[0072] Turning to FIG. 17, a pair of forward swept stick members 114f, 116f
are on one end of
elongate base 202 of the training device 200 and a pair of backward swept
stick members 114b,
116b are on the other end of the elongate base 202 of the training device 200.
Although FIG 17
presents this configuration on the training device 200, the configuration may
also be applied to
the telescoping training device 100 of FIG. 1.
[0073] In some aspects, such as shown in FIG. 18, the forward swept stick
member 116f may be
used in conjunction with the backward swept stick member 114f (or vice versa,
e.g. 116b may be
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used in conjunction with 114f). This configuration generally aligns the stick
member 116f and
stick member 114b to form a line segment across an end of the main body (e.g.
in this case the
elongate base 202). This configuration may equally apply to the telescoping
training device 100
of FIG. 1.
[0074] Turning to FIGS. 19 to 21, a diagram of example drill patterns around
the training device
100 are presented. In FIG. 19, a player path is presented and generally
travels around the
training device 100. The path begins with a player approach 1902 to the pair
of forward swept
stick members 114f, 116f. When the player reaches the stick members 114f,
116f, the player
performed a hip open 1904 and passes a puck under the stick member 114f. The
player
continues and receives the puck at 1908. When the player reaches the opening
under the
telescoping portion of the training device 100, the player passes the puck
under the telescoping
portion at 1910. The player circles around the support 108 of the training
device 100 at 1912 and
receives the puck at 1914. As may be observed, as the training device 100 is
telescoped, the
portion where the puck may pass under increases but likewise so does the
distance that the player
traverses increasing difficulty.
[0075] In FIG. 20, the player may continue from step 1914 from FIG. 19 where
the player has
received the puck. The player proceeds along the training device 100 at step
2002 and may pivot
backward 2004. During the pivot backward 2004, the player passes the puck
under the stick
member 116f at step 2006. The player then performs one or more hip opens from
2008 to 2012
as the player circles around the stick members 116f, 114f. The player deflects
the puck at step
2010 under the other stick member 114f. The player then pivots forward at 2014
and receives
the deflected puck at 2016.
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[0076] In FIG. 21, the player may continue from step 2016 from FIG. 20 where
the player has
received the puck. The player proceeds towards the telescoping member 106 and
passes the
puck underneath the telescoping member 106 at 2102. The player then performs a
crossover
2104 by either stepping over or jumping over the training device 100. The
player receives the
.. puck at 2106 and proceeds to skate away from the training device 100.
[0077] Turning now to FIG. 22, the training device 200 where the stick members
114f, 116f may
be configured in a "lobster" configuration as shown. The player approaches (at
step 2202) stick
members 114f, 116f end of the training device 200. The player maneuvers the
puck in a zig-zag
pattern at steps 2204 to step 2206 to step 2212 to pass the puck underneath
the stick member
114f While the player is performing this zig-zag maneuver, the player pivots
enters an open
hips position at 2208. Once the puck has passed under the stick member 114f,
the player
continues to skate forward 2210 and receives the puck at step 2212. The player
then deflects the
puck underneath the training device 200 at step 2214. The player then circles
around the end of
the training device 200 at step 2216 to receive the puck at step 2218.
.. [0078] As shown in FIG. 23, the training device 200 may have the stick
members 114f, 116f on
both ends of the training device 200. This configuration may be commonly
called a "spider"
configuration. Similarly, the player approaches the training device 200 at
step 2302. The player
then performs a plurality of hip opens at step 2308. During the first few hip
opens 2308, the
player weaves the puck through the stick member 114f at steps 2304 and 2306.
Once the puck
.. has passed under the stick member 114f, the player continues to perform hip
opens 2308 until the
player weaves the puck through the stick members 114f, 116f at the opposite
end at steps 2310,
2312, and 2314. The player performs hip opens 2308 around the opposite end and
receives the
puck at step 2316. The player then skates off at step 2318 completing the
maneuver.
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[0079] In another aspect shown in FIG. 24, instead of the support 108
resembling a rectangular
prism, the support 108 may be replaced with a puck or plate-shaped support
2400. The support
2400 may deflect the projectile away from the end of the telescoping member
106. The puck or
plate-shaped support 2400 may additionally reduce the length of the support
108 while providing
5 a similar surface area in contact with the playing surface. The reduced
length of the plate-shaped
support 2400 may prevent the support 2400 from interfering with the player
and/or projectile.
[0080] A similar or even larger surface area may also provide similar contact
characteristics
prohibiting the end of the telescoping member 106 from moving on the playing
surface. For
example, the support 108 may have a length of 6-inches and width of 3-inches
has a maximum
10 contact area of 18 sq. inches (assuming that the entire bottom surface
of the support 108 is in
contact with the playing surface). The support 108 extends outward 3-inches on
either side of
the telescoping member 106. Whereas for the plate-shaped support 2400 having a
radius of 2.5-
inches, the plate-shaped support 2400 extends outward 2.5-inches on either
side of the
telescoping member 106. But the area of the plate-shaped support 2400 is
approximately 19.6
15 sq. inches (assuming that the entire bottom surface of the support 2400
is in contact with the
playing surface). Although this aspect presents a complete cylinder for the
plate-shaped support
2400, other aspects may be semi-circular with the circular edge opposite the
end of the
telescoping member 106.
[0081] Turning to FIG. 25, instead of the support 108 resembling a rectangular
prism or a plate-
shaped support 2400, the support 108, 2400 may be replaced with a triangular-
shaped support
2500. The support 2500 may deflect the projectile away from the end of the
telescoping member
106 similar to the plate-shaped support 2400 but may provide a more
controllable deflection
surface than the plate-shaped support 2400. The triangular support 2500 may
additionally reduce
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bounce back (e.g. where the projectile strikes the support 108, 2400 and
results in the projectile
moving in an opposite direction to the motion of the player) when the player
approaches from an
apex end 2502 of the triangular support 2500. The only place where such a
bounce back may
occur is when the projectile strikes the apex of the triangle 2502, which has
a relatively narrow
angle.
[0082] Although the aspects herein demonstrate a pair of sticks 114, 116 being
received in each
of the slots 110, 112, 210, 212, other aspects may comprise more than two
sticks 114, 116 being
received in each of the slots 110, 112, 210, 212. Other aspects may comprise
only a single stick
114, 116 being received in each of the slots 110, 112, 210, 212. Although the
aspects herein
demonstrate sticks 114, 116 only at one end, other aspects may comprise sticks
114, 116 in all of
the slots 110, 112, 210, 212.
[0083] Although the aspects herein demonstrate the support 108, 2400, 2500 at
the end of the
telescoping member 106, other aspects may also have the support 108, 2400,
2500 at the end of
the elongate base support 102. Although the supports 108, 2400, 2500 may be
described herein
on the training device 100 of FIG. 1, other aspects may have these supports
108, 2400, 2500 on
the training device 200 of FIG. 10.
[0084] In another aspect, the stick member 116 may comprise a vertical toe 602
configured to
rest on the playing surface. For example the stick member 114f, 116f, and 116c
as shown in
FIG. 27 each has the vertical toe 602. The toe 602 may be coupled to a
vertical portion 604a of
the bow 604. A main body 604b of the bow 604 extends upward from the vertical
portion 604a
at approximately 45-degrees. An upper end of the main body 604b may be coupled
to a
generally horizontal leg 606. In an aspect, the vertical toe 602 may be
directly coupled to the
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main body of the bow 604. In another aspect, the bow 604 and the horizontal
leg 606 may be
manufactured from one piece of material. The vertical configuration of the toe
602 may enable
the stick member 116c to couple more easily into a slot of another base
member.
[0085] In an aspect, the training device 100 may be extended via the central
stick member 116c
as shown in FIGS. 28 to 30, The toe 602 of the central stick 116c of the
training device shown in
FIG. 27 may be placed in a slot of another base support 102. The other end of
the base support
102 may also be coupled with another pair of stick members 114b and 116b.
Unlike the
configuration of FIG. 17, in this aspect, the two pairs of sticks 114b, 116b
and 114f, 116f are
both forward swept.
.. [0086] In another aspect, the two pairs of stick 114b, 116b and 114f, 116f
of the training device
100 shown in FIG. 30 could be configured to both backward swept as shown in
FIG. 31. In
another configuration, one pair of stick is forward swept and the other pair
is forward swept as
shown in and FIG. 32. Similarly, the training device 100 shown in FIG. 27
could be configured
such that one pair of sticks at one end may be backward swept and the other
end may only have
one single stick as shown in FIG. 33. FIG. 34 shows yet another example of the
training device
100 having a pairs of sticks at each of the two ends of the base support and
the two pairs of sticks
are both configured to have forward swept.
[0087] In some aspects, the slot may be located at approximately the central
part of the base
support and may be perpendicular to (or generally across) the longitudinal
direction of the base
support as shown in FIG. 35 and FIG. 36. A stick toe of another training
device can be inserted
into the slot such that two training devices can be easily coupled together.
FIGs. 37 to 44 shows
examples that a first training device 200 is coupled to a second training
device 300 via the
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central slot 310. In the examples of FIGs. 37 to 44, the base support of the
second training device
300 has a central slot 310 perpendicular to the base support, The toe of one
stick of the first
training device may be inserted into the central slot 310 of the second
training device 300. The
base support of the second training device may be perpendicular to the base
support of the first
training device.
[0088] In some aspects, the second training device 300 can have different
configurations. For
example, the second training device 300 in FIG. 37 and FIG. 38 may have a
single stick coupled
to each of the two ends while the second device training device 300 in FIG. 39
only has one
single stick coupled to one end. FIG. 40 shows an example that the second
training device has a
pair of sticks coupled to each of the two ends while the second training
device in FIG. 41 has one
pair of sticks coupled to one end and a single stick coupled to the other end.
[0089] In some aspects, the first training device could be the configuration
of FIG. 29 having an
extended base support coupled by a central stick. FIGs. 42 to 44 shows the
examples that the
first training device 200 with an extended base support is coupled to the
second training device
300. Similar to the examples of FIGs. 37 to 41, the second training device may
have different
configurations of the sticks.
[0090] Although the aspects herein describe that the central slot 310 located
in the base support
of the second training device 300. The central slot 310 may be configured to
be located in the
base support of the first training device 200.
[0091] In some aspects, the stick member may have a horizontal toe at one end
and a vertical toe
at the other end as shown in FIG. 45 and 46. The stick member may have
approximately a same
width. The bow may extend smoothly upwards from the horizontal toe towards the
horizontal
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leg. There may be a curved transition area between the horizontal toe and the
bow, and a curved
transition area between the bow and the horizontal leg.
[0092] In some aspects, the training device may have a pair of sticks with
horizontal toes at one
end and a single stick with a vertical toe at the other end as shown in FIG.
47.
[0093] In yet another aspect, the vertical toe of the single stick of the
training device shown in
FIG. 47 may be inserted into a slot of a base support of a second training
device. The second
training device may have a single stick with a horizontal toe or a pair of
sticks with horizontal
toes as shown in FIG. 48 and FIG. 49.
[0094] In some aspects, the telescoping member 106 and the elongate base
support 102 may
comprise one or more fasteners in order to prohibit the telescoping member 106
from moving
relative to the elongate base support 102. These fasteners may be to maintain
the training device
100 in an in-use configuration and/or to maintain the training device in a
storage configuration.
[0095] Although the aspects herein describe the support 108 as generally
perpendicular to the
telescoping member 106, other aspects may have the support 108 at an angle
with respect to the
telescoping member 106.
[0096] Although the aspects described herein refer to elements being coupled,
other aspects may
have the elements integrally formed. The components of the training devices
100, 200 and/or
300 may be constructed of fiberglass, plastic, rubber, and/or metal.
[0097] Although particular drill patterns have been described herein, these
drill patterns are
demonstrative and may be modified as is known to one of skill in the art.
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[0098] Although the aspects herein demonstrate a particular height of the
training devices 100
and/or 200. Other aspects may have training devices 100, 200, and/or 300 of
different heights.
For example, the height may be double what is presented herein in order to
permit a soccer ball
to pass therethrough.
5 [0099] The foregoing is considered as illustrative only of the principles
of the invention.
Further, since numerous changes and modifications will readily occur to those
skilled in the art,
it is not desired to limit the invention to the exact construction and
operation shown and
described, and accordingly, all such suitable changes or modifications in
structure or operation
which may be resorted to are intended to fall within the scope of the claimed
invention.
io
